The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Toward Quality Teacher Education

Abstract

Teachers in the initial stages of their career need support. The quality of their development will depend strongly on the kind of support that is given to them during induction. In this chapter, the author explains how the induction years need to be seen as a distinctive part of the teacher education continuum, building on initial teacher education (ITE) and feeding into continuing professional development (CPD). The University of Malta's Faculty of Education proposed national strategy for induction of newly qualified teachers (NQTs) stresses the need for an effective design of induction programs in terms of the type of activities, the involvement of teacher education institutions and the role of the mentor – all of which can vary, depending on the learning needs of the NQT involved. Such programs will ensure that the support provided creates opportunities to relate back to initial teacher education and to prepare teachers for career-long continuing professional development. The aim of this discussion is to evaluate the current state of professional opportunities available for beginning teachers in Malta, and to discuss an effective approach which facilitates experienced teachers to build their capacities to play a key role, through mentoring, in their new colleagues' professional learning journey.

Citation

Tonna, M.A. (2023), "The Induction of Newly Qualified Teachers: Mentoring as Part of a Coherent Approach Toward Quality Teacher Education", Craig, C.J., Mena, J. and Kane, R.G. (Ed.) Studying Teaching and Teacher Education (Advances in Research on Teaching, Vol. 44), Emerald Publishing Limited, Leeds, pp. 181-192. https://doi.org/10.1108/S1479-368720230000044019